Navigating facilitation challenges in lesson study of rural primary schools

Purpose This research aims to reveal the lived experiences of a novice facilitator within the Irish context with a particular focus on the different facilitator roles assumed when guiding lesson study (LS) in a rural primary school. Design/methodology/approach To gain in-depth insights into the various facilitator roles within this case study, interviews were conducted both before and after each cycle, complemented by data from the researcher's field notes across collaborative meetings and reflective journal entries. Findings This study offers empirical insights into the multifaceted role of facilitators, with a particular focus on the challenges encountered in rural settings. The analysis reveals various obstacles the facilitator must negotiate, including teacher resistance, building trust, coordinating external professional development and fostering a research-oriented culture among staff, all while prioritising children's learning. The findings also underscore the critical role of supportive leadership in facilitating these processes. Research limitations/implications Despite being a case study focused on the novice facilitator in one LS group, the findings regarding the diverse roles of the facilitator in the rural school setting and the theoretical insights gained offer valuable contributions to other researchers and novice facilitators generally, most particularly in rural settings. Originality/value This study addresses the need to explore how novice LS facilitators can be supported to effectively enact their many roles. This paper also contributes findings to a currently under-researched area, unpacking the LS facilitator role in a rural context.